واقع القيادة التحويلية لدى مديري مدارس التربية الخاصة في شرقي القدس من وجهة نظر المعلمين والمعالجين
This study aimed to identify the extent to which transformational leadership is practiced by principals of special education schools in East Jerusalem, as perceived by teachers and therapists. The study used a descriptive methodology, and a questionnaire composed of (25) items distributed across four domains: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The sample consisted of (205) participants from special education schools in East Jerusalem. The results indicated that the overall level of transformational leadership practice was moderate (M= 3.48), and there were no statistically significant differences about transformational leadership due to gender or years of experience. The study recommends strengthening professional development programs in transformational leadership, particularly in the area of inspirational motivation, which received the lowest mean score. The study also highlights the need to provide adequate training and support for special education principals to enhance their leadership competencies and improve educational outcomes. (Published abstract)